few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Standard options: 
A. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
B. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?


Thought: In this activity, students write word problems that compare coin amounts.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_center_000269

2
options: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

Represent data with plots on the real number line (dot plots, histograms, and box plots).

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
problem_activity: Task
Students were asked to report how far (in miles) they each live from school. The following distances were recorded.
|    | Student  | Distance |
|----|----------|----------|
| 1  |   Zane   |   0.4    |
| 2  | Jackson  |   0.5    |
| 3  | Benjamin |   1.0    |
| 4  | Bethany  |   1.0    |
| 5  |   Joe    |   2.4    |
| 6  |  Noelle  |   2.7    |
| 7  |  Tianye  |   3.0    |
| 8  | Anthony  |   3.2    |
| 9  |  Amanda  |   4.1    |
| 10 | Michaela |   4.2    |
| 11 | Miranda  |   4.4    |
| 12 |  Joseph  |   5.0    |
| 13 |   John   |   7.5    |
1.  Summary statistics for the distances are given below.
| Min | Q1  | Median | Q3  | Max | Mean |
|-----|-----|--------|-----|-----|------|
| 0.4 | 1.0 |  3.0   | 4.3 | 7.5 | 3.03 |
Construct a box plot for the distances and describe the main features of the distribution.
2.  John currently lives furthest from school. Would you consider his distance from school (7.5 miles) to be ”unusual"? Explain.
3.  John’s family is considering moving to a house that is 10 miles from school. How will this move affect the summary statistics? Change John’s distance from 7.5 miles to 10 miles and complete the table based on this new data.
| Min | Q1 | Median | Q3 | Max | Mean |
|-----|----|--------|----|-----|------|
|     |    |        |    |     |      |
Has the mean increased, decreased or remained unchanged? Has the median increased, decreased or remained unchanged? Explain how John’s move has affected these measures of center.
4.  Construct a boxplot of the distances after John's move. Would you consider John's new distance from school (10 miles) to be "unusual" now? Explain.
5.  A data point can be considered an “outlier” if it is more than 1.5 times the IQR above Q3 or more than 1.5 times the IQR below Q1. Using this description of an outlier, was John’s distance from school considered an outlier before the move? How about after the move? Support your answer with appropriate work.
6.  Zane lives closest to school. Using the description of an outlier given in question 5, is his distance considered an outlier?


correct_option_index: 0